چکیده:
Language teachers usually face issues regarding the most effective methods of teaching. Teaching language to nonnative speakers of English involves certain problems and challenges at all levels ofinstruction. Due to the unsatisfactory results of focus on forms and focus on meaning instructions and their inevitable inadequacies, focuson form instruction along with its multiple techniques are regarded as a better candidate for classroom instruction. Focus on form instruction does not only pay attention to the importance of the communicativelanguage teaching, but it also maintains the value of occasional and overt study of L2 grammatical forms. It is considered a morepromising pedagogical choice than focus on forms and focus on meaning because of its communicatively need-oriented attention to form and its saliency in the language acquisition process. Focus onform may be essential to push learners beyond communicatively effective language toward target-like second language ability. It mayalso be part of a more efficient language learning
خلاصه ماشینی:
"According to Ellis, once consciousness of a particular feature has been raised through formal instruction, learners remain aware of the target language feature and notice it in subsequent communicative input events which are considered to be crucial for further language processing, leading to the acquisition of the feature.
Focus on Form The emphasis on the role of language instruction along with Schmidt’s ‘noticing’ hypothesis as the two main prerequisites for the acquisition of language made Long (1991) & Long and Robinson (1998) to feel that when students encounter problems and difficulties in their production and comprehension of language, it is the responsibility of their teachers and peers to help them notice their erroneous forms and supply them with the correct and appropriate forms.
To solve this problem, Long (1991) & Long and Robinson (1998) introduced the notion of focus on form instruction which, on one hand, highlights the significance of communicative language use and learner-centeredness, and on the other hand, emphasizes the overt study of problematic areas of L2 forms.
Focus on Form is a kind of instruction which emphasizes the importance of communicative language teaching such as authentic communication, and also puts emphasis on occasional and overt study of L2 grammatical structures (Poole, 2005).
Farrokhi, Ansarin, and Mohamadnia (2008) investigated how five experienced EFL teachers initiated focus on form episodes to raise attention to form in elementary and advanced levels, through observing seventy hours of communicatively-oriented instruction between the teachers and their students."